Search Results for
"human"

While discrete choice experiments (DCE), have increasingly been used in the medical literature, little is known about the use of these methods for eliciting preferences from and about students and trainees in health professions. The objectives of this scoping review are to (1) describe the extent to which DCEs have been used in health professions’ education, (2) identify which health professionals have been studied, and (3) identify thematic areas of research in which these methods have been used thematic areas. Between June and September 2024, we conducted a scoping review of the PubMed/Medline, EconLit, Web of Science, and Global Index Medicus databases to identify articles. Studies were eligible for inclusion in this review if they included a health profession training population and if conjoint analysis, DCE, or best-worst scaling studies were used. Forty-nine articles, comprising 60 studies and 21,731 health profession trainees, were included in this review. Medical and nursing students constitute the majority of the population studied. The greatest number of studies have been conducted in China (n = 11) and the United States (n = 8). The two most popular thematic areas in which these studies have been used are to identify preferences for policies and incentives to take a job in a rural area and residency training preferences for medical students. There has been a gradual increase in the use of these methods in the health profession education literature. The extent to which findings have been used for curriculum or policy design is not clear. DCEs are increasingly used to study health profession students and other trainees. More research is needed to explore the validity of preferences and whether preferences correlate with student outcomes or observed behavior. © 2026 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Background: Workplace learning in hospitals is a cornerstone of postgraduate medical education, enabling junior doctors to develop specialist expertise and generalist skills. General Practice (GP) trainees often spend significant time in hospital-based rotations to acquire broad clinical experience. However, the hospital environment poses challenges for GP trainees, who may find it disconnected from their primary care focus. The aim of this scoping review is to map out existing literature regarding strengths, issues and concerns associated with hospital rotations in GP training. Methods: This scoping review adhered to the PRISMA-ScR guidelines. A systematic search across MEDLINE, Embase, Scopus, and APA PsycInfo identified relevant literature. Eligible studies included those addressing strengths, issues, and concerns of hospital rotations for GP trainees published since 2000 in English or Scandinavian languages. Results and Discussion: A total of 31 studies met the inclusion criteria. Most studies employed mixed-methods approaches, reflecting a focus on nuanced trainee and trainer experiences. Key findings highlighted mismatches between hospital rotation objectives and trainees’ future roles, insufficient supervision, and limited integration with primary care. Structured connections between hospital and GP training environments were identified as potential strategies to enhance learning transfer and relevance. Variability in training organisation across settings underscored the need for tailored approaches aligned with healthcare system constraints. Conclusion: This review emphasises the importance of strategic planning in hospital rotations for GP trainees to address identified challenges. By fostering supervision, collaboration, and primary care integration, hospital training can better support GP trainees’ professional development and preparation for practice. © 2026 Informa UK Limited, trading as Taylor & Francis Group.

This article examines how Technical and Vocational Education and Training (TVET) lecturers in a South African college conceptualise a humanising pedagogy within Work Integrated Learning (WIL) practices. Against a backdrop of high youth unemployment and persistent skills mismatches, the study considers how WIL might be reframed to support employability while fostering learner agency. Using a qualitative, critical design, five purposively selected lecturers drawn from the college’s five campuses participated in the study. Data were generated through participatory visual methods (collage-making and a modified Mmogo-method®) combined with semi-structured group discussions. Findings reveal that although lecturers seldom used the term ‘humanising pedagogy’, their practices often reflected its principles: learner-centredness, dignity, and responsiveness to students’ lived realities. The visual artefacts and narratives highlighted tacit and affective dimensions of pedagogy that interviews alone might miss. However, humanising practices were constrained by compliance-driven frameworks that emphasised logbooks, placements, and bureaucratic requirements. The study acknowledges that students’ perspectives were mediated through lecturer accounts, suggesting future research should include learner voices and direct observations. Overall, the paper argues that humanising WIL holds transformative potential by nurturing purpose, workplace readiness, and entrepreneurial imagination. It contributes to debates on vocational reform by offering context-responsive guidelines for socially inclusive WIL. © 2026 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This article investigates the impact of authentic learning on student employability within postgraduate human Resource Management (HRM) programme in New Zealand. Focusing on a consultancy project course at a large New Zealand university, the study examines how work-integrated learning, as a form of authentic learning, enhances employability through the lens of job crafting theory. Twelve former students participated in the study through interviews. Analysis of interviews and secondary data highlights the role of authentic learning in developing employability skills such as problem-solving, critical thinking and professional communication. The study underscores the importance of carefully designed authentic learning experiences in bridging the gap between academic knowledge and practical application, ultimately contributing to enhanced employability outcomes for graduates. Additionally, our research suggests that job crafting can be a valuable strategy for higher education institutions to enhance authentic learning experiences for HR students, thereby creating a more adaptable and future-ready workforce. © 2026 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Orientation: Banks aiming to enhance human resources and achieve optimal job performance increasingly need to adopt non-traditional recruitment approaches, particularly skill-based hiring, as a strategic alternative to traditional experience- and qualification-based practices. Research purpose: This study seeks to examine the relationship between skill-based hiring and job performance in the banking sector, while investigating the mediating role of continuous learning in this relationship. Motivation for the study: Despite the growing interest in skill-based employment, empirical evidence on its impact on job performance remains limited in both global and local contexts. Furthermore, the mediating role of continuous learning between skill-based hiring and job performance has not been sufficiently examined or clearly explained. Research approach/design and method: Using stratified random sampling, 365 bank employees (HR managers, HRM staff, training staff, and general employees) completed a structured questionnaire. Data were analysed using (SEM.). Main findings: Skill-based hiring and continuous learning both significantly improve job performance. Skill-based hiring also promotes continuous learning, which mediates its effect on performance. Practical/managerial implications: Banks should shift from traditional hiring practices toward a skill-oriented framework by focusing on competency-based job descriptions, effective skill assessment methods, behavioural and situational interviews, and fostering continuous learning Soft skills. Contribution/value-add: This study can enhance existing knowledge concerning the mechanisms and methodologies of skill-based recruiting and its effect on job performance. © 2026. The Authors. Licensee: AOSIS.

Grounded in the United Nations Sustainable Development Goal 4 (SDG4), specifically addressing the urgent need to increase relevant skills for decent work (Target 4.4) while ensuring inclusive access and quality (Targets 4.3, 4.5, 4.c), this study develops a province-level indicator system for the “talent chain” and “industry chain” and integrates entropy-weighted composite evaluation, a coupling coordination model, correlation tests, and mismatch typology classification to systematically assess the alignment between higher education talent formation and industrial demand across 31 Chinese provinces during 2000–2022. The analysis aims to characterize China’s phase-specific progress in SDG4-consistent development at the education–industry interface and to provide a theoretical and empirical basis for improving graduate job matching. The results show that (1) overall talent–industry matching improved steadily from 2000 to 2022, yet pronounced regional disparities persist, with eastern provinces generally outperforming central and western regions; (2) educational quality and structural inputs—such as faculty capacity, per-student expenditure, and the composition of human capital—are the primary drivers of talent-chain performance, whereas expansion-oriented indicators exhibit limited marginal contributions, implying that sustainable graduate job matching hinges more on quality upgrading and supply-structure optimization than on quantitative expansion alone; (3) industry-chain advancement is jointly driven by industrial scale, structural upgrading, and employment absorptive capacity, with the tertiary sector playing a particularly prominent role in shaping demand for higher-skilled labor; and (4) a divergence in driving mechanisms—quality- and structure-oriented on the education side versus scale- and structure-oriented on the industry side—combined with regional heterogeneity produces stage-specific mismatch typologies, suggesting remaining scope for structural alignment between higher education systems and industrial upgrading. Overall, strengthening regional coordination, integration, quality, and upgrading drives synergistic development, advancing SDG 4 targets by validating that quality-driven education reform is the key lever for sustainable employment in China. © 2026 by the authors.

This study investigates regional heterogeneity and spatial interdependence in digital skills mismatch across Indonesia by constructing a Digital Skills Supply–Demand Ratio (DSSDR) from the Indonesia Digital Society Index (IMDI). In line with SDG 10 (Reduced Inequalities) and SDG 4 (Quality Education), the study aims to provide policy-relevant evidence to support a more inclusive and balanced digital transformation. Using district-level data and spatial econometric models (OLS, SAR, and the SDM), the analysis evaluates both local determinants and cross-regional spillover effects. Model comparison identifies the Spatial Durbin Model as the best specification, revealing strong spatial dependence in digital skills imbalance. The results show that most local socioeconomic and digital readiness indicators do not have significant direct effects on DSSDR, while school internet coverage exhibits a consistently negative association, indicating that digital demand expands faster than local supply. In contrast, spatial spillovers are decisive: a higher share of ICT study programs in neighboring regions improves local DSSDR through knowledge and human-capital diffusion, whereas higher GRDP per capita in adjacent regions exacerbates local mismatch, consistent with a talent-attraction mechanism. These findings demonstrate that digital skills mismatch is a spatially interconnected phenomenon driven more by interregional dynamics than by local conditions alone, implying that policy responses should move beyond isolated district-level interventions toward coordinated regional strategies integrating education systems, labor markets, and digital ecosystem development. The study contributes a spatially explicit, supply–demand-based framework for diagnosing regional digital inequality and supporting more equitable and sustainable digital development in Indonesia. © 2026 by the authors.

Kazakhstan’s 2025 Water Code aims to institutionalize Integrated Water Resources Management (IWRM), but its success is threatened by a persistent “implementation gap” between policy requirements and the workforce’s practical competencies. This study provides empirical evidence of a persistent misalignment between water-related higher education and emerging governance demands in Kazakhstan by conceptualizing the implementation gap as a human-capital deficit. We conducted a repeated two-wave survey of students enrolled in “Water Resources” programs (n1 = 39, n2 = 82) to empirically diagnose this gap and examine changes in educational preferences over time. The findings reveal an overwhelming demand for dual education (97.6%), alongside a statistically significant shift (χ2(1) = 33.53, p < 0.001) from theory-oriented learning (56.4% to 4.9%) toward practice-oriented formats (30.8% to 62.2%). Key reported constraints include limited access to modern laboratories (47.6%) and insufficient real-world professional experience (28%). Taken together, these results indicate a structural misalignment between academic training and the competency requirements implied by ongoing water-sector reforms. The study concludes that dual education may function as an institutional mechanism for narrowing the policy-to-competence gap, supporting efforts to operationalize the 2025 Water Code and advance Sustainable Development Goals 4 and 6. © 2026 by the authors.

This paper complements retrospective approaches to researching informal learning in the workplace with experience sampling. Since (conscious) informal learning is becoming increasingly important for successfully keeping pace with rapid changes in working environments, a clear understanding of the construct and its precise measurement are essential. This is opposed by the error-proneness of retrospective measurements. The aim of this study was therefore to better understand how employees learn informally by situationally measuring their use of informal learning activities (e.g., searching the internet). Three hundred sixty four full-time employees with desk jobs in various professions completed short online questionnaires twice a day for 8 days about their current work task and the informal learning activities used. A Multilevel CFA with good model fit revealed the same three factors at the situation and person level: learning from oneself, learning from others, and learning from media. Thinking/reflection, professional exchange/co-working with colleagues, and sharing knowledge were most frequently reported. Learning activities with media were used comparatively little. These findings underscore the metacognitive role of reflection in informal learning, challenge previous models of informal learning that underrepresent situational antecedents and learning from media, and emphasize the importance of including multilevel data in research. Our research provides human resource development professionals and supervisors with a foundation for promoting informal learning and the society with basic knowledge for familiarizing students with the need for informal learning. This ability to adapt quickly to changing knowledge requirements is crucial to the competitiveness of many industries. © 2026 The Author(s). human Resource Development Quarterly published by Wiley Periodicals LLC.

Purpose – This study examines how soft skills shape problem-solving capability in work-based learning by integrating Social Cognitive Theory (SCT) and the Job Demands–Resources (JD–R) model. It tests whether personal engagement explains how soft skills influence problem-solving and whether these relationships differ by gender. Design/methodology/approach – Data were collected via an online survey from 16, 824 participants enrolled in Indonesia's Merdeka Belajar Kampus Merdeka (MBKM) Independent Study Programme (Batch 7, 2024). The model was estimated using PLS-SEM with bootstrapping. Common method bias diagnostics and measurement invariance testing (MICOM) were conducted before gender-based multi-group analysis (permutation MGA). Findings – Soft skills are positively related to personal engagement, and personal engagement is positively related to problem-solving. Bootstrapped mediation results show that engagement partly explains the effect of soft skills on problem-solving, while the direct association between soft skills and problem-solving remains significant. The permutation MGA indicates that gender differences are mainly observed in the relationship between soft skills and engagement, whereas the relationship between engagement and problem-solving, and the direct relationship between soft skills and problem-solving, are broadly similar for male and female participants. As MICOM did not fully support invariance for the soft-skills composite, gender comparisons involving soft skills are interpreted with appropriate caution. Practical implications – Higher education institutions and work-based learning providers should embed soft-skills development through experiential learning, mentoring, and reflective practice to strengthen engagement and applied problem-solving. Employers and human Resources (HR) teams can reinforce these capabilities through structured feedback, engagement-supportive supervision, and equitable opportunities to practise soft skills in collaborative tasks. Policymakers may use these insights to refine employability-oriented programme standards. Originality/value – The study provides an integrated SCT–JD–R explanation of how soft skills translate into problem-solving through engagement, supported by evidence from a large national work-based learning dataset and gender-based analysis. © 2025 Emerald Publishing Limited